Op/Ed

On October 19th, 2021, “the American Academy of Pediatrics (AAP), the American Academy of Child and Adolescent Psychiatry (AACAP) and the Children's Hospital Association (CHA), together representing more than 77,000 physician members and more than 200 children's hospitals, declared a national state of emergency in child and adolescent mental health and are calling on policymakers to join them” (Ray, 2021). The American Academy of Pediatrics (2021) explains that this is a national state of emergency due to “witnessed soaring rates of mental health challenges among children, adolescents, and their families over the course of the COVID-19 pandemic, exacerbating the situation that existed prior to the pandemic… Rates of childhood mental health concerns and suicide rose steadily between 2010 and 2020 and by 2018 suicide was the second leading cause of death for youth ages 10-24. The pandemic has intensified this crisis: across the country we have witnessed dramatic increases in Emergency Department visits for all mental health emergencies including suspected suicide attempts.” These horrifying statistics are blatant reminders that something must be done to help children with their mental health.

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            In our world today, there are a plethora of things that can impact the mental health of students in K-8 Michigan schools. “​​From meeting high academic expectations to navigating the world of social media to maintaining relationships with their peers, students often have busy schedules that result in a lack of sleep and self-care. Many students are also dealing with distress, crises, and trauma in addition to typical life stressors. Mental health challenges can negatively impact all areas of functioning in students, contributing to social, emotional, behavioral, and academic problems” (Park & Nakamura, 2022). If students are not taught proper copy techniques or about the resources they have available to them regarding mental health, they may not seek help. “With so many children experiencing mental disorders at such an early age, it’s shocking that less than half of these individuals will get the help they need. When left undiagnosed and untreated, a child’s ability to learn, grow and thrive in school diminishes” (Grey, 2020).

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            One way Michigan schools can address the mental health crisis within students is by requiring mental health awareness classes to be taught in K-8 curriculum. By adding mental health awareness classes into students’ curriculum, more children will be able to identify the early signs of mental health disorders, whether that be within themselves or maybe their friends/peers! Additionally, students will know about the resources and coping techniques that are available to them if they are struggling with their mental health. “Mental health education can be integrated into academics and classwork in a way that doesn’t overly burden teachers. For example, a Social Studies lesson may identify and discuss mental health topics (e.g., trauma, stigma) in books that students are reading. Younger students may learn about how to identify, describe, and manage emotions, while older students may learn about and discuss social implications of different mental health issues” (Park & Nakamura, 2022). The incorporation of mental health awareness education in classes will provide students with the chance to have open conversations about the difficulties they may be facing and provide the proper resources for addressing their issues. “While many schools are incorporating some aspects of mental health practices, currently only 3 states—Florida, New York, and Virginia—mandate mental health education for students (for grades 6-12 in Florida, K-12 in New York, and 9-10 in Virginia)” (Park & Nakamura, 2022).

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It is time to invest in the success of Michigan students by addressing their mental health challenges that they have faced for far too long! The statistics of childhood mental health disorders can no longer be ignored. “Our nation’s kids have had enough strain on their mental health and emotional well-being. And it’s on adults to recognize that our highest responsibility to children and youth is to lift up their needs; equip them to be physically, mentally and socially healthy; and give them a chance, at long last, to thrive” (Cardona & Murthy, 2021).

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References:

American Academy of Pediatrics. (2021, October 19). Aap-AACAP-Cha Declaration of a national emergency in child and Adolescent Mental Health. American Academy of Pediatrics. Retrieved February 12, 2022, from https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/ 

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Cardona, M., & Murthy, V. (2021, November 8). Miguel Cardona and Vivek Murthy: As we recover from the pandemic, we must focus on our children. USA Today. Retrieved February 12, 2022, from https://www.usatoday.com/story/opinion/2021/11/05/covid-kids-mental-health-education-secretary-surgeon-general/6285131001/ 

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Grey, C. (2020, October 30). 5 reasons mental health should be taught in schools. Grey Matters of Carmel. Retrieved February 12, 2022, from https://www.greymattersofcarmel.com/5-reasons-mental-health-should-be-taught-in-schools/ 

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Journal of Mental Health and Clinical Psychology. (2022). Journal of Mental Health and Clinical Psychology. Journal of Mental health and Clinical Psychology. Retrieved February 11, 2022, from https://www.mentalhealthjournal.org/

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Park, Y., & Nakamura, J. (2022). How can we incorporate mental health education into schools? consider the 5 T's. Student Behavior Blog. Retrieved February 12, 2022, from https://studentbehaviorblog.org/how-can-we-incorporate-mental-health-education-into-schools/ 

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Ray, G. (2021, October 19). Pediatricians, Child and Adolescent Psychiatrists and Children's Hospitals Declare National Emergency in Children's Mental Health. Children's Hospital Association. Retrieved February 11, 2022, from https://www.childrenshospitals.org/Newsroom/Press-Releases/2021/National-Emergency-in-Childrens-Mental-Health